This article presents the findings of an experimental study aimed at investigating the impact of coercive and assertive communication on children's emotional responses and behavioral tendencies ...within parent-child interactions.
The study tested four hypotheses related to children's feelings, personalization bias, the need to express their point of view, and the desire to retreat to their room alone. Short audio stimuli recorded by a female assistant, representing a mother addressing her child, were utilized to create five different communication situations. The experimental procedure involved participants listening to the audio stimuli and answering related questions. The study included 123 participants between the ages of 9 and 13, with an equal gender distribution.
The results of One-Way ANOVA tests indicated significant differences among the four types of communication in terms of unpleasant feelings, personalization bias, listening to a personal point of view, and retreating into a personal room. The findings suggest that coercive communication elicited more negative emotional responses and stronger tendencies toward personalization bias, expressing personal opinions, and seeking solitude compared to assertive communication.
The implications of these findings highlight the importance of promoting positive and respectful communication strategies in parent-child relationships to foster children's emotional well-being and healthy behavioral development.
Assertive communication skills are key to establishing and safe effective teamwork. Nursing education has long been recognized as important for providing the future workforce with high-calibre ...interpersonal skills, including assertive communication ones. Newly-graduated nurses are in a unique position to reflect on both their undergraduate nursing education and its contributions to their current communication practice. The aim of this research was to explore newly-graduated British and Saudi nurses’ views on the contributions of their undergraduate nursing education towards learning and practising assertive communication skills.
A total of 96 newly-graduated British and Saudi nurses completed a survey with qualitative, open-ended questions between 2015 and 2017. The nurses reflected on learning and practising assertive communication skills during their undergraduate nursing education, and in their current clinical role. The nurses’ qualitative responses were analysed using thematic analysis.
Three major themes were identified from data analysis: “Drivers for speaking up”, “The pedagogical context of speaking up” and “Ways of building self-confidence”.
Undergraduate nursing education across both the UK and Saudi Arabia emphasizes the need to acquire the skills to communicate assertively in clinical settings. However, the nursing education received by the participants fails to address key operational skills which would help the nurses to translate such awareness into practice. Education and training must be matched by the elimination of implicit sanctions against speaking up in both educational and work settings. Future research needs to examine not only the operational skills that are necessary to challenge poor practice, but also the contributions of personality traits towards faster acquisition of assertiveness skills.
Teachers’ humour has a special place in the educational context with multiple benefits for themselves and their students. As a complex concept, humour is strongly related to individual personality, ...which is also complex and diverse. The current research aimed to investigate the correlations between four types of humour (affiliative, self-enhancing, aggressive, and self-defeating) and assertiveness, perfectionism, and Big Five personality traits (openness, conscientiousness, extraversion, agreeableness, and emotional stability) in pre-service teachers. The obtained results show that the adaptive type of humour (affiliative and self-enhancing) positively correlated with assertiveness, Big Five personality traits, and the adaptive form of perfectionism, and negatively with the maladaptive form of perfectionism. Also, the maladaptive type of humour (aggressive and self-defeating) negatively correlated with assertiveness, Big Five personality traits, and positively with the maladaptive form of perfectionism. An intriguing finding was the positive correlation between aggressive humour and assertiveness.
The proposed study reflects a general analysis of the concept of assertive communication in relation to detainees, through the prism of respect for human rights and freedoms. In this regard, ...assertiveness plays a key role in establishing appropriate professional relations between the representatives of authorities at different levels (detention administration, central authorities) and those who have broken the law (detainees, convicts), based on mutual respect, removing any form of intimidation related to the act he has committed, encouraging prosocial behavior. In the content of this work, there were identified the particularities of assertive communication adapted to communication with detainees: the power to say “no”, the correct formulation of requests, expressing feelings and initiation rules, continuing and ending a communication with the detainee.
The article addresses the issue of assertive communication from the perspective of its value in the context of the development of social skills, being considered essential both in the formation of ...the individual's personality, in particular, and in the establishment of interpersonal relationships, in general. Assertive communication means expressing one's own point of view in an open and honest discussion, a way of solving interpersonal problems, allows messages to be received without blockages, involves defending personal rights, feelings and convictions in a direct, honest and appropriate way, which is why assertiveness should not be neglected in social and educational environments. The paper presents various assertive communication techniques, which directly and directly contribute to the development of people's assertive skills and competences.
RESUMEN Introducción: La asertividad es una herramienta comunicacional que puede contribuir de manera positiva en que los adultos mayores interpreten correctamente la necesidad e importancia de ...realizar acciones que permitan mantener un adecuado desarrollo físico y estado nutricional durante la tercera edad. Objetivo: Describir cómo la implementación de la comunicación asertiva puede ayudar a la incorporación de los adultos mayores al programa de actividades físicas del adulto mayor. Métodos: Se realizó una investigación básica, no experimental y descriptiva en una población de 157 adultos mayores, de los cuales 113 formaron parte de la muestra de investigación. Se aplicó la comunicación asertiva para lograr la incorporación de estos al programa de actividades físicas del adulto mayor. Resultados: El miedo al contagio con COVID-19 fue la principal causa referida para no participar en las actividades (17,70 %). Predominaron los adultos mayores con nivel de conocimiento bajo sobre la importancia de las actividades físicas en los adultos mayores. Después de aplicar la comunicación asertiva se logró que el 64,60 % de los ancianos se incorporaran al programa. Conclusiones: La asertividad, con sus técnicas y acciones, facilitó la incorporación de adultos mayores al programa de actividades físicas. Su aplicación se basó en la preparación y la capacidad de negociación con las personas de la tercera edad para poder lograr su incorporación a las actividades físicas del programa del adulto mayor.
Background: One of the most important factors in providing health services is communication. Effective communication between patient-physician will have an impact on health outcomes. Nevertheless, a ...gap still occurs in patient-physician communication.Objective: This study aimed to determine the correlation between the core concepts of the well-established Health Belief Model: perceived susceptibility, perceived severity, perceived benefits, perceived barriers and cues to action with the concept of self-efficacy in applying the newly developed Indonesian Model of Assertive Communication called “CERDAS”.Methods: A cross sectional study was conducted with 202 eligible women of the Family Welfare Programme in Yogyakarta, Indonesia. The samples were selected using quota sampling. Data were analyzed using Pearson correlation test.Results: Results of the Pearson correlation tests between self efficacy and perceived susceptibiliy showed r: 0.191, perceived severity r: 0.239, perceived benefits r: 0.256, perceived barriers r: 0.272, and cues to action r: 229; with all values p0.05.Conclusion: There was a significant correlation between perceived vulnerability, perceived severity, perceived benefits and perceived barriers, as well as cues to action with self-efficacy in applying the new Model of Assertive Patient-Physician Communication, “CERDAS”.
ASSERTIVE COMMUNICATION TRAINING TO IMPROVE DRUGS PREVENTION KNOWLEDGE IN FIRST HIGH SCHOOL STUDENTS OF YWKA II EAST JAKARTA. The high number of drug abuse among students in DKI Jakarta is a big task ...for Guidance and Counseling Teachers to carry out preventive and curative efforts. The solution offered is to organize an assertive communication training program to increase drug prevention knowledge in students. This research is an experimental study to see the effectiveness of this program carried out at YWKA II East Jakarta junior high school. This study found that the implementation of an assertive communication training program was proven to increase students' knowledge of drug prevention. Based on these results, it is recommended for the government and school leaders to conduct an assertive communication training program to prevent drug abuse in students as a preventive effort that needs to be done early on, especially for junior high school students entering their early teens.
Purpose This paper aims to provide an experiential learning exercise that develops student skills in assertive communication and listening in the context of dysfunctional group projects. It offers ...iterative planning, roleplays and reflection. Variations incorporate additional practice, interim debriefing or multiple partners. Design/methodology/approach A scaffolded approach introduces assertiveness and listening. Students prepare and discuss feedback scripts for two scenarios about problematic team members, articulate perceptions of blame (to call attention to bias) and identify listening tactics. They receive additional scenarios with complementary roles to analyze individually and then practice with new partners. In one, they are assertive, and in the other, they are the dysfunctional group member. Findings The challenges represented by the scenarios resonate with students. Many are shocked by the difficulty of speaking assertively with “problem” group members and find the iterative practice helpful. Practical implications Students avoid directly addressing problems caused by peers or request instructor intervention. This iterative activity helps them close the knowing-doing gap by practicing assertive communication, feedback and listening within the context of realistic group project situations. Social implications This activity develops learner confidence and capacity to handle similar situations. It incorporates valuable soft skills that are transferable to the workplace. Originality/value This activity draws on common problems caused by group members in college project teams. Learners develop scripts and listening approaches and practice assertive communication to achieve better group outcomes.
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